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作為一無名無私奉獻的教育工作者，有必要進行細致的說課稿準備工作，說課稿有助于提高教師的語言表達能力。寫說課稿需要注意哪些格式呢？下面是小編精心整理的英語說課稿，僅供參考，大家一起來看看吧。
英語說課稿1
Lesson Plan Presentation
Hello, everyone. It is my honor to present my lesson plan here. Today, I’m going to present the third period of the Unit two from this book, NSEFC book3. The type of this lesson is reading for writing. The reading material for today follows the intensive reading and is the second part of the whole story, Come and Eat Here. It mainly talks about that Wang Pengwei and Yong Hui cooperated with each other while running restaurants. As a result, their food becomes healthier. The writing task in the text book is to write an advertisement for a restaurant. This period is important for Ss to consolidate words and expressions newly learnt and compose a passage as a production.
As for Ss, I think they have talked so much about the topic in the former periods such as warming-up, pre-reading and comprehending that their general knowledge for the topic has been fully activated. Also, they have learned the relative words, expression and the first part of the story. These can facilitate the students to comprehend the reading passage. Besides, as the Ss are in grade one for the second semester, they are skillful enough to get the information from reading. They are cooperative to gather information through discussions. However, as Ss learn English as a foreign language, they may compose their writing without proper cohesion and coherence.
Ok, now I’d like to talk something about the theoretical basis of my teaching. Writing actually is a complicated process. Different people have different understandings of writing and have varieties of methods to teach writing. McKenzie and Tompkins promote the process—focused approach. Based on interactive theory, they pay special attention to the steps of writing and believe that writing is an interactive activity between Ss and Ss, between Ss and teachers. The ideas can also be found in New English Curriculum. It stresses that teachers should focus on process of Ss’ learning, let Ss cooperate and feel the sense of success and develop Ss’ comprehensive language competence. The center of the class should be Ss, not the teacher. Task-based-learning and cooperative learning will be highly favored. Therefore, in the lesson, I will adopt a teaching mode-three-stage and seven –step--reading for writing put forward by Professor Luo Xiaojie. The three stages are reading, speaking and writing, and the seven steps are lead-in, pre-reading, while-reading, post-reading, writing preparation, writing draft and writing assessment and revision. So, accordingly, I will have the following rearrangement of teaching material. In order to make the lesson go through naturally, I design some speaking activities after the reading stage. There is a discussion of a balanced menu as the lesson’s transition from reading to writing. It needs particular tone and structure. It is difficult for Ss to complete the task. Therefore the writing task is changed into the introduction of a restaurant. The topic of the reading material is through the whole lesson.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives:
Firstly, language skills By the end of the class, students can 1) predict the content according to the title and the picture.2) find out specific information about Wang Pengwei’s and Yong Hui’s restaurants by scanning. 3) write an introduction of a restaurant in proper sentence patterns, using some advanced expressions and connective words.
Secondly, linguistic knowledge Students can 1) use some learned sentence patterns in their composition such as nothing could be better than, etc.2) use the proper adjectives to describe food such as, energy-giving, delicious, etc.
Thirdly, affects Students can 1) be aware that eating healthy food benefits our health a lot. 2) know the importance of a good eating habit.
Fourthly, cultural awareness students can know the differences between Chinese and American eating-habits.
Lastly, Learning strategy students can communicate actively with their partners in working out a balanced menu and in the process of assessment and revision.
In order to achieve the learning objectives, several activities are designed for the seven steps. The teaching procedures are as followed:
In the first step, lead-in, I designed two activities which will cost about 3mins. Activity one is a memory test. I will ask ss to review the first part of the story and come up with the foods served in Wang Pengwei’s and Yong Hui’s restaurants without referring to the textbooks. The second one requires ss to discuss the weakness and strength of WangPengwei’s and Yonghui’s menus. These two activities aim to introduce the topic as well as arouse Ss’ interest. Ss will feel eager to know more about the story. This curiosity also helps ss predict.
The second step is predicting. It needs 2mins. I will ask the ss to read the title and have a quick look at the picture. They will try to guess what will happen to Wang Pengwei and Yong Hui and what will be the result of their competition. Ss will come up with various answers while predicting and their interest to read the passage will be aroused in order to check whether their predictions are right.
The third step is while reading. Ss read quickly to get some specific information about Wang Peng’s and Yong Hui’s restaurants and their menus and have a deeper understanding of the importance of cooperation. It takes altogether 5mins for Ss to scan the passage and answer four questions. And this activity also helps Ss know something about the writing topic, that is, a balanced menu.
Next one, we will talk about step four—post reading. I will need 4mins here. I will ask ss to discuss in groups of four. The situation is: after Wang Pengwei and Yong Hui got married, they opened a new restaurant. Ss need work out a balanced menu for them. They will focus on what food they suggest and the features of the food. I will present two examples for Ss, like raw vegetables contain little fat. Ss can express their ideas about food clearly and finish the task of making a balanced menu through cooperation. What’s more, this activity helps Ss be mentally prepared for the writing task.
With the results of the discussion, we will ask the groups’ representatives to report their menus. I will show Ss a model. It can provide ss an opportunity to practice making sentences with the newly learnt words and expressions in a logical way based on the topic, healthy food. It needs 4mins. This is an activity of the fifth step—preparation for writing. There is another 7min activity in this step, blank filling. I will tell ss that there is a new restaurant near my home. Do you want to know something about it? Then I will provide Ss with a passage. The passage is an introduction of a restaurant. I will ask them to pay attention to the connective words and phrases they are going to fill in. these words and expressions are very important for writing. The activity can let Ss know how to write the introduction of a restaurant. Besides, some connecting devices to make writing coherent and cohesive are introduced such as a result, for example, in my opinion etc..
Finally, Ss have warmed up for the topic, gotten enough information, recalled or learnt many relative words and expressions and now they feel confident and eager to write. The sixth step is writing. 12mins will be given to Ss to write an introduction of a restaurant. They should try to persuade their classmates to have diner there. I will provide a framework to ease the writing. Ss need to write three paragraphs. In Para.1, a general introduction of a restaurant will be composed. In Para.2, Ss need to introduce the food served in the restaurant and the features of these foods. In the last paragraph some sentences will be uttered to attract their classmates to come to the restaurant. Before they start to write, Ss will have some useful words and expressions as reference, making it easier to write. What’s more, I will show three tips to guide ss’ writing, reminding them of paying attention to some aspects such as structure, content, language etc. For example, they should try their best to use the adjectives they’ve learnt in this lesson to describe the food they want to serve to their customers.
As process—oriented writing suggests, the process does not end at the first draft. Ss need assessments and second or more drafts. The final step for today is assessment and revision. I will provide ss the assessment rubrics. They will evaluate each other’s word cording to content language, spelling and handwriting. I will provide some help while they do the job.
After all these steps, I will set the homework. I will ask ss to revise the composition in their exercise-books neatly and correctly. Ss will consider more about composing this writing after they have known what is good and what is bad.
英語說課稿2
說課課題：4B Unit 4《Buying fruit》第二課時
說課的內容分五部分：一、說教材；二、說教法；三、說學法；四、說教學程序；五、說板書設計。
一、 說教材
（一） 教材地位、作用
本課內容是《牛津小學英語》4B 中的Unit 4 《Buying fruit》。本單元的核心教學內容是 “認物”，主要學習句子What are these /those ？They are … .本單元出現了八個單詞，除了一個“grapes” 這個水果單詞是第一次出現，其余七個單詞在3A 中均已出現過。今天這一課是第二課時。在第一課時中，我們已學習并進行句型What are these /those ? They are …的操練。所以今天的內容主要是呈現并操練八種水果單詞，順便結合第一課時的句型What are these /those ? They are … .以及商場里的常用購物用語Can I help you ? I'd like some … . How many kilos ?等語言進行交際活動。
（二） 教學目標
教學目標是教學活動的出發點和歸宿，根據新課標以及大綱要求，結合以上分析，我確定本課的教學目標如下：
1、 認知目標：
（1） 能正確聽、說、讀、寫詞匯apples、bananas、peaches 、grapes、 oranges 、pears.
（2）進一步正確聽、說、讀、詞匯 pineapples mangos watermelons
（3）正確聽、說、讀、句型 What are these /those ? They are …
How many kilos ? … kilos ,please .
2、 能力目標：
（1） 培養學生的觀察力，分析能力。
（2） 培養學生的創造能力、發展學生個性。
3、情感目標：
（1） 激發學生的學習興趣，提高學習的積極性。
（2） 激發學生的參與意識，綜合運用語言知識的意識，團結合作的意識。
（三）教學重點：
能正確聽、說、讀、寫詞匯 apples、bananas、peaches 、grapes、 oranges 、pears.
（四）教學難點：
正確聽、說、讀、句型 What are these /those ? They are …
二、說教法、學法
愛因斯坦曾說過：“興趣是最好的老師”。因此，英語教學一開始，就應當注意培養學生對這門學科的興趣，保持強烈的好奇心和旺盛的求知欲。這就要求我們教師采用靈活多樣的教學法，激發學生的學習興趣，充分調動他們學習的積極性。所以，我采用情景法、多媒體輔助教學法、交際法等進行教學。
1、 情景法
情景法強調語言在情景中的應用，讓學生身臨其境地學習英語，使教學在生動活潑的情景中進行。學生在輕松的情景下，容易學到知識與運用知識。
2、 多媒體輔助教學法
多媒體輔助教學集圖象、聲音、文字于一體，使教學內容更生
動、形象，吸引學生的注意力，使其在輕松、愉快的氛圍中接受新的知識。
3、 交際法
學習英語，目的在于用英語進行交際。英語要作為交際工具來教，也要作為交際工具來學，做到學用統一。在教學中，我遵循這一原則，提供較真實的情景。如：學完本課內容后，我讓學生扮“售貨員”，練習買水果，活學或用所學知識。這樣，激發了學生的學習興趣，活躍了課堂氣氛，又培養了學生的語言交際能力。
本堂課主要以現代化電教手段—多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。我根據本堂課的教學目標、要求以及購物這個話題的實際應用性，設計了生活化的情景，讓學生在實際情景中運用所學知識。同時通過多媒體的運用，設計各種小游戲，猜猜看等多種形式的演練，讓學生在玩中學，樂中學。
三、說教學程序
Step1 Free talk
師生交流，既復習舊知，又很好地拉近了師生間的距離，為下面的合作學習打下基礎。
Step 2 Lead in
首先播放FLASH 動畫。
設計思路： 每一堂課的開頭很重要，要在上課一開始就吸引學生的注意力，調動他們的興趣 -
，這樣便容易開展下面的內容。flash動畫可愛。活潑，最符合兒童認知特點，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕松自如的情況下，主動地學習。而且以動畫作為課前的預備活動，既活躍了課堂氣氛，又緩解了學生的緊張情緒。
Step3、 Presentation
1、復習各種水果單詞。
2、結合單詞句型操練時，屏幕出示各種色彩鮮艷的水果，我對每一種水果都設置了超鏈接，以便一個單詞教完以后。再回到該頁面，接著教另一種水果。因為有些單詞在3A 中已經學過，所以操練時沒有花太多的時間。
3 、在教授單詞 peaches, watermelons時，一只卡通的猴子伴著敲 鼓聲出現在大家面前，引起孩子們極大的興致，所以很容易引出新授單詞。
Step 4、Play a game
1、這一環節，我設計了一個“guess”的游戲，采用“PowerPoint”中插入圖片的“水印”效果，讓圖畫變得模糊，讓學生猜：What are these /those?.接下來一個游戲，我把各種水果呈現出來，然后把相對應的單詞字母順序打亂，讓學生重新編排，這一環節讓學生不僅在聽、說、讀方面得到練習、鞏固，在寫的方面也得到了訓練。 根據多媒體音、形、色、像圖文并茂的優勢，提供不同的時間，給 學生創設了學習練說的機會，這樣的練習，既保持了學生的學習積極性，又使學生體驗到了知識收獲后的滿足。
2、電腦演示，學生練習，引出單詞grapes
Look at this word, what's meaning!（學生答“葡萄”）
I can draw many grapes with computer.
Look! This is a grape.（進入“畫圖”，畫出第一粒葡萄）
These are two grapes.（復制葡萄）
Can you draw?學生上臺操作
縮短了師生之間的`距離，充分體現了以“學生為主體，教師為指導”的教學理念，同時真正實現了信息技術與英語學科的有機整合。
接下來是屏幕出示一首小詩，然后給學生提供一些形狀，色彩很明顯的各種漂亮的水果，讓學生模仿著自己編消小詩。根據小學生的心理和生理特點，設計的小詩，既是對新授句型的意義鞏固，同時，也是為了保持學生的學習熱情，活躍課堂教學氣氛，培養學生良好的語音，語調和語感。
Step 5、Practise
教師利用多媒體出示朋友生病要買東西為線索，引出有關“購物”的對話，師生練習，可以給學生提供一個model，讓學生明白該怎樣進行語言訓練。同時，小組活動通過討論，提高學生的參與熱情，使學生積極地投入到學習中去，主動地參與教學活動。維護學生的學習熱情，鞏固學生的語言訓練，并把語言訓練與學生的實際相結合，體現在“學中用”，在“用中學”的新的教學思想與理念
Step 6、Homework
這一活動的設計，是對本課教學的有利鞏固，人人參與調查，體現了教學應面向全體，關注個體的教學理念，而同時在體現這一理念的同時，又體現了學生主動參與教學活動的積極性。學生之間、學生與家長之間的合作意識和合作能力都獲得了鍛煉。
四、說板書設計
設計思路：
板書要求清晰、明了，體現教學的重點與難點，這里將本課的主要內容呈現在黑板上，同時這也有利于學生學習與運用對話。
英語說課稿3
一、說教材
1.教材分析
本節課是人教版《小學英語》五年級上冊第二單元B部分中的Let's learn, Let's chant, Let's talk 及Pair work中的內容，其中Let's learn部分是在A部分Let'slearn 中詢問今天星期幾的基礎上，再學習在那天都做了什么，并圍繞本課新授單詞，學習一首歡快的歌謠，即本課的第二部分Let's chant，如watch TV，read books，play computer games等等，然后學習新的句型，
本課的詞匯貼近學生的生活，色彩鮮明的圖片與詞匯配對，使學生更易理解，歌謠的學習更是深受兒童喜愛，激活記憶，記的更牢
2.學生分析
由于五年級的學生已經學習了兩年的英語，因此在課堂上更希望有展現自我的機會，但注意力不易長時間集中，不喜歡單調的重復個機械的訓練，因此我主要采用游戲，歌曲的方式，讓學生在說、玩、讀、說、猜、做中愉快的學習，倡導人人參與，大膽實踐，通過同桌及小組活動、討論、合作等方式，讓學生運用所學語言進行真實交際，既培養了學生開拓創新的精神，又真正地提高了學生運用語言的能力。
3.教學目標
(1)知識目標
進一步鞏固以前學過的新的星期單詞 monday tuesday wednesday thursday friday
要求學生能聽、說、認、讀do homework，watch TV，read books，play computer games
熟練運用句子what day is it today?it's…，what do you do on…?
(2)情感目標
采用歌謠教學和活動教學手段，激發學生學習英語的'興趣，提高學生的情感目標
能熟練運用星期進行簡單的對話，加強彼此的溝通
4.教學的重點和難點
(1)能正確熟練的認讀一周七天的讀法，并能用英語描述每天的課程
(2)難點
一周七天的發音
5.課前準備
二、說教學過程
1.復習
學生剛上課時心思不能完全回歸到課堂，通過復習檢驗上節課所學，可以讓學生有足夠的時間緩沖，集中學生的注意力
2.新課導入
通過復習學生的注意力基本回歸課堂，再同學英語歌曲的學習，在活躍氣氛，吸引注意力的同時，導入本節課學習的重點句型what do you do on saturday/sunday?
3.新課的呈現
通過情景演練教授新單詞，然后通過師生問答，適當擴展句型，這樣學得活，用的活，學了就會說，學生學起來感到親切有趣，充分享受到學習的樂趣。教學中以看、聽、說為主，要求學生敢于開口說話，培養英語學習興趣及聽說能力
3.鞏固階段
通過小組討論，合作的方式讓每個學生主動參與，體驗學習，讓學生在情景演練中學以致用，強化新知，鞏固新知，循序漸進地達到學習目標
4.歸納總結
根據課件的提示，師生共同回憶本節課學習的內容，再次出示教學目標，使學生明確是否到達學習的目標
英語說課稿4
一、說教材
我說課地內容是小學英語三年級上冊第一單元第二課,本課是功能型地交際型地交際訓練課，我借助“任務型”教學采用多樣化地教學手段將聽、說、玩、演、唱溶于一體，激發學生學習英語地興趣和愿望，使學生通過介作學習體驗榮譽感和成就感從而樹立自信心，發展自主學習地能力，形成初步用英語進行簡單日常交際地能力.
結合新課程標準和大綱提出地基礎教育階段英語課程地總體目標和具體要求我將本課教學目標設計如下：
語言知識目標：
1、使學生掌握介紹他人地句型：
Whos this ?
①This is
②2Grandfather. Grandmother,學習認讀單詞：
① 、使學生能夠根據指令做動作.
② 、根據圖片和情境說岀單詞和句子.
③ 、在圖文或場景下進行簡單地英語交流和表演.
情感態度目標：
通過本課學習使學生有興趣聽、說英語、背歌謠，做游戲、敢干開口，樂于模仿，在鼓勵性評價中樹立信心在小組活動中積極參與合作，從而意識到交流對于學習英語地重要意義.充分利用教材和教師地多媒體教學所提供地學習資源，實現自由參與和創新,能主動與他人交流,并克服交流中地困難，使交際順利進行.
文化意識目標：
能夠恰當使用英語中家庭成員之間地稱呼，問候語，了解英語國家中介紹他人地方式并對學生進行親情教育.
結合教學目標地要求，我把本課地重難點設置為：
1Tlusis…… 、介紹他人地句型
2、對情境進行模仿,創新.
我主要通過感知新教材——設置一靈活運用這三個主要步驟來突破教材重難點地在教學開始讓學生以舊帶新引入新知.通過對教材地了解感知新任務，并在教師用紅燈,頭飾、圖片、錄音等多種媒介地感官刺激下實現對知識地體驗和實踐最后在真實地生活情境中運用、實現能力地發展.說教法和學法：
（-）小組活動學習法
6把全班分成個小組事先用表示家庭成員爼稱地單詞命爼，課堂各項教學活動勻以小組活動為主線，結對或全班活動為輔,學生互相交流，切磋，共同完成學習任務，在合作中感受學習英語地樂趣及交流地意義，也通過小組成員之間“榮辱與共“地關系而形成同步學習地環境.
（二）情境教學法
我將教學建立在滿足學生心理需要地基礎上.使教學活動帶有濃厚地情感色彩，在單詞和句型練習中使用了家人地照片，在表演中帶上飾演家人地頭飾，在加生活化地錄音為學生設宜了真實而有效地場景激發了想說地愿望也有利于學生表達能力地提髙.
（三）鼓勵法
課堂評價主要以鼓勵性評價為主分別采用了師評、組評、自評為主要方式,課上師恰當地使用激勵性評語和贈送小禮物地方法讓學生渴望成功地心理得到滿足，這也是激勵學生積極投身英語學習地一個最簡單而有效地方法.
我把本課教學模式設宜為
激趣設境一語言交流——人格發展
下而說一下教具地安排和使用：
依據英語教學地直觀性，趣味性、實踐性地教學原則，結合合作學習和任務型教學地新理念,我利用了電子零、照片、頭飾、幻燈、錄音、競賽板、貼畫、小禮物等媒體設計教學，學習則利用自制地組標、頭飾、家庭照等媒體積極參與教學活動.
二、說課堂程序
整個教學程序我采用了聽、說、玩、演、唱一系列地教學活動，具體設計為熱身——新知——趣味操練一鞏固練習.
Stepl課前熱身
1Father and mother）電子琴伴奏演唱渲染課堂氣氛
2）father, mother, brother. sister岀示組標并請四個學生到講臺前,背對學生戴上地頭飾,猜一猜他到底扮演地是哪一角色.
3檢查上節課布置地對話表演.（小組活動））
Step 2.新知導入
1）This is a photo of my family. Whos this?教師把一張自己地家庭照片放在投影儀下并介紹，Do you know .This is my father.Who's thisWho^s自答:為教學做準備，然后教師帶著滿臉疑惑反復用this?Who s this?詢問照片中地其他人，這樣一來這一句式就會在情景中被輸入.
2 This is my father's mother.）教師指著祖母地照片說
She s my grandmother.Who's that, do you know? Oh,He's my然后指著爺爺地照片仮問自答
grandfather.板書三會單詞并進行教學.
3每組學生拿著自己地家庭照在組內進行練習，然后選代表在班內介紹家人.）Step 3.趣味操練
1 .This is玩比大小游戲:每組、每輪各派一名選手參賽，在講臺上抽出一張圖片,根據圖義說句子）my……32 daugter,說對地獎勵小組小禮物一件，抽到爺爺、奶奶地加分抽到爸爸媽媽地加分，抽到加分.幾輪后統計得分，為獲勝隊頒獎.
2）This is my father^玩猜謎游戲:教師說:
fatherThis is my mothers學生搶答：答對地獎勵小禮物一件.學生也可說出
father.grandfathergrand mother這個游戲可以讓學生僮得英語中地即表示爺爺也表示外公,既可以表示奶奶也可以表示外婆.
3 .mother學生拿岀自己準備地全家福玩聽音指圖游戲,教師發出指令學生即指出自己地媽媽并）This is my mother.說:等等，每組都有必備答題和搶答題.
4）組內合理分配家庭角色,然后小組出一人表演動作讓表演人自行左小組猜，猜對小組有獎. Step 4.鞏固補充
1）chant作岀一個
Dad
Dad father. Mum Mum mother.
Grand pa Grand pa. Grand father. Grand ma Grand ma Grand mother.
學會區分口語和書而語地小區別，擴充了學生地知識而.
2）教師給學生聽一段串門地錄音，然后創編并表演對話.
Step 5.小結并布置任務
1 總結小組地戰利品數目,學生掌聲祝賀并鼓勵未獲勝小組下節課繼續努力為激活下節課氣氛打）下了基礎.
2）布垃下肖課任務，請學生用學過地單詞稱呼家庭成員并問好讓爸爸媽媽用地數目評價學生優秀.3,2,1與否個為優個為良個為中.
英語說課稿5
冀教版初中英語(七年級下) Unit3-lesson22
說 課 稿
一、教材分析
１、教材的地位及作用：
七年級（下）第三單元，圍繞Danny,Jenny,LiMing 和Mrs.Li在北京的參觀游玩活動為中心，討論了有關打車，放風箏，照相，給家人寫信，發電子郵件，購物的話題。學習形容詞和副詞的區別，There be 句型和表達害怕、安慰的方法。本節課是本單元第六課，它通過前幾節課的學習，進一步加深對There be 句型的運用，通過乘車，指路的對話，學習指路，討論長度的表達方法，激勵學生堅持不懈，勇攀高峰的情感，從而進一步提高學生聽、說、讀、寫的綜合素質能力。
２、教學目標：（知識目標、能力目標、情感目標、學習策略目標）
知識目標：
①掌握詞匯及短語掌握下列單詞和短語：today, turn, traffic, light, climb, true, start，in an hour, more than,
②會運用下列句式:
stop doing sth.
Go down this street ,turn left at the traffic lights .
--How long is it?
--It is___ meters (kilometers) long.
能力目標：提高學生聽、說、讀、寫及知識自學的綜合能力。
情感目標：
①通過形象、生動的教學使學生能較好地保持深厚的學習興趣和較高的學習動機。 ②通過合作學習，對話交流，學會與小組成員或伙伴合作。
③激勵學生堅持不懈，勇攀高峰的情感
學習策略目標：
①積極回答問題，能意識到自己的語言表達錯誤并自覺糾正；
②善于抓住用英語進行表達和交流的機會；認真聽講，不懂就問
③敢于挑戰難題，堅持不懈
確立教學目標的依據：
根據英語課程標準規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，根據我國國情和外語教學大綱的要求，現階段外語教學主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。
３、重點與難點：
重點：學會重點單詞、短語，討論長度和指路的表達法
難點：文章中較難句子的理解及應用。
確立重點與難點的依據：根據課程標準的要求，及本課在教材中所處的地位和作用。
二、說教法
為了更好地突出重點，突破難點，我主要采用了：
1.任務型教學法：它極大地調動了學生的積極性。
2.分層教學法：達到了生生互動、關照兩頭的效果；
三、說學法
1.積極回答問題，善于抓住用英語交際的機會，積極體驗，大膽實踐。課堂上有大量的.提問，還有搶答題，都要求學生個別回答，鼓勵學生積極回答問題，大膽開口講英語。
2.積極參于，學會合作。本課設計了兩個合作學習的任務，操作簡單，學生一定很感興趣并且積極地參與其中，從而合作完成任務，培養了團隊精神。
四、說流程
1.總體設計及依據
Leading—in (導入新課)（8分鐘）－Pre-task 指導學生先學,為完成學習課文任務做好鋪墊（13分鐘）－Task cycle (完成任務環節) (9分鐘)－Post—task (檢測完成任務情況：當堂訓練)（8分鐘）－Check (小結：自我評價)（1分鐘）-Homework（1分鐘）
依據：
⑴遵循人類認識過程的普遍規律和學生認識活動的特點。
⑵教師為主導，學生為主體。
2.分步設計及依據
StepⅠ Leading—in (導入新課)
目的：以圖片導入，既復習了前面所學內容，又激發了學習興趣。（8分鐘）
1.導入新課。觀看有關前幾課的圖片，復習相關內容，創設英語氛圍，活躍課堂氣氛，調動學習積極性。同時促進預習的開展，導入新課。
2.復習how old ,how tall, how far,引出how long的用法，學習討論長度的句式，并加以訓練，為新課的活動做好鋪墊。
StepⅡ Pre-task 指導學生先學,為完成學習課文任務做好鋪墊（13分鐘）
目的：了解有關長城的情況，學會運用單詞、短語和句式，解決課文第二部分的難點，為完成之后的學習任務做好鋪墊。
1、通過提問、討論、回答幫助學生了解有關長城的情況
2.運用單詞climb, true,短語 more than 和句式：--How long is it?--It is___ meters (kilometers) long.
StepⅢ Task cycle (完成任務環節) (9分鐘)
Task 1: 回答問題，理解課文第一部分。學習語言點，提高學生的閱讀能力，訓練學生的聽力。問題設計照顧優，中，差三個層次的學生。其中第三個問題引導學生合作學習，通過看簡易地圖，指路，練習指路的表達法。
目的：理解課文內容，學習語言點，提高學生的閱讀能力，訓練學生的聽力。
Task 2: 小組合作學習本課第二部分
合作學習任務：
1.提出問題:
2. 學生看課本，聽錄音，找出問題答案
3.回答問題，講解語言點，并完成相關練習
1>翻譯對話， 2>找出不理解的內容。3>分角色朗讀對話 (角色Jenny, Danny and LiMing)。
1.提出合作學習任務
2. 深入各小組參與討論指導
3. 檢查任務完成情況。講解難點進
4. 進行朗讀表演，總結評價。
StepⅣ Post—task (檢測完成任務情況：當堂訓練)（9分鐘）
1. 比一比，誰更快（搶答題--短語連線），學以致用，準確認識所學短語，訓練聽，說能力，鼓勵學生積極回答問題，尤其激勵后進生
2.讀一讀，看誰做得對，熟悉并運用本節課所學語言點，訓練聽，說能力，體驗成就感，培養學生綜合運用語言的能力
StepⅤ Check (小結：自我評價)（1分鐘）
通過學生自評，總結本節課學習知識的情況，培養學生自己檢測能力。
StepⅥ Homework（1分鐘）
給學生布置課外作業，復習鞏固，運用本節課所學內容，訓練學生寫作能力，培養學生預習習慣
3.板書設計（根據本課的重難點）
Unit3 Lesson22
① how long 多長（長度，時間）.how old, how tall, how far
② more than 多于，超過
③ climb 爬，攀登 true 真正的 start 開始
本課以提高學生知識能力和學習能力為目的，結合教材重點、難點及英語學科特點，利用任務型教學和分層教學法，從聽、說、讀、寫等方面使學生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。
英語說課稿6
一、說教材
《What’s she doing?》是新標準小學英語第四模塊第二單元內容。在此之前，學生們已經學習了進行時態第一第二人稱的疑問句和否定句，這為過度到本課題的學習起到了鋪墊的作用。因此，本課題的理論、知識是對以前所學知識的小節，也是學好以后課題的基礎，它在整個教材中起著承上啟下的作用。
二、說教學目標
根據本教材的結構和內容分析，結合著二年級學生他們的認知結構及其心理特征，我制定了以下的教學目標：
1. 知識與技能目標： 掌握短語 playing a game , playing five-stones .
掌握句型 What’s she doing? What game are they playing ?
能夠理解和朗讀全文， 并能運用所學進行簡單對話。
2. 情感與價值觀目標： 在課堂中體驗學習英語的快樂。
調動學生表達英語的欲望。
三、說教學的重難點
本著中小學英語新課程標準，在吃透教材基礎上，我確定了以下教學重點和難點。
教學重點：能夠掌握2個短語和句型What’s she doing? 并理解課文。
教學難點：能夠理解運用句型What game are they playing ?
并在情景中自由表達語言。
為了講清教材的重難點，使學生能夠達到本課題設定的教學目標，我再從教法我學法上談談。
四、說學情和教法
我們都知道英語是一門培養人的語言綜合運用能力的更要學科。因此，在教學過程中，不僅要使學生“知其然”，還要使學生“知其所以然”。我們在以師生既為主體又為客體的原則下，展現獲取理論知識、解決實際問題的思維過程。
考慮到二年級學生的現狀，他們比較喜歡動一動，做一做，在周邊熟悉的事物中運用語言，在情景故事中學習語言。所以我主要采取設置情景教學法和TPR教學法，讓學生積極主動地參與到教學活動中來，使他們在活動中得到認識和體驗，產生踐行的愿望。教師應該通過課堂教學感染和激勵學生，調動起學生參與活動的積極性，激發學生對解決實際問題的渴望，并且要培養學生以理論聯系實際的能力，從而達到最佳的教學效果。基于本課題的特點，我還采用了以下的教學方法：
1. 直觀演示法：利用圖片等手段進行直觀演示，激發學生的學習興趣，活躍課堂氣氛，促進學生對知識的掌握。
2. 活動探究法：引導學生通過創設情景等活動形式獲取知識，以學生為主體，使學生的獨立探索性得到了充分的發揮，培養學生的自覺能力、思維能力、活動組織能力。
3. 集體討論法：針對學生提出的問題，組織學生進行集體和分組語境討論，促使學生在學習中解決問題，培養學生團結協作的精神。
下面我具體來談談這一堂課的教學過程。
五、說教學過程
一 )問好
1、以唱的形式問好(讓學生輕松進入課堂之中)。
2、唱課本P9歌曲 (結合動作放松的同時，也復習所學短語和第一人稱句型。)
二)復舊/熱身
運用“Freeze”活動，學生先跟隨教師復習短語，當聽到口令“Freeze”,保持動作，教師接著問句型：What are you doing ? Are you ~ing ? I am ~ing ，you’re ~ing .(活動的同時復習舊知，培養學習興趣的同時自然倒入新課。)
三) 新授
1. 導入新課：(2~3分鐘)
師指一個女同學說，~~is a girl ,what’s she doing?引導學生先能對She is..句型有概念，然后在指男同學，嘗試回答he is ~ing.
(由上節課演過的知識和教材開頭的情景設置導入新課。一是概括了舊知識，引出新知識，溫故而知新，使學生的未知欲望。這是教學非常重要的一個環節。)
2. 講授新課：(35分鐘)
1)用課件出示單數第三人稱的'照片，都為班級中同學的照片
(用身邊熟悉的人聯系，調動積極性的同時激發表達語言的欲望。)
練習中師問Where’s ~~~? 引導生回答She’s there.
(為課文中的其他句型學習鋪墊，在情景中學習便于運用。)
在班級中師隨便說人名Where’s ~~~? 生快速找出并回答。
(讓學生找人的同時，體會英語的語言環境就在我們身邊。)
2)Where’s Ling ling ? What’s Ling ling doing ?
(導入課文，整體呈現，讓生對本課學習有一定概念。)
3)Lingling is playing a game .(引出新短語的學習。)
Let’s play a game, hide and seek..
(游戲的目的在于操練新短語play a game,并聯系句型單三人稱的問答及Where’s ~~?綜合操練，并引出課文中句型， she’ s playing a game with ~~~)
第二次游戲目的在于引出復數句型What are they doing ? 理解they， 并能回答。
4)通過照片練習 they句型，出示拍手游戲圖片，問生Do you want to play?
(目的在于游戲的過程中從they doing ?過度到What are they playing ?突破此難點我會用相機去拍下他們游戲過程的照片來操練，集中他們的注意力并激發興趣來表達語言，突破難點。與此同時，課件的呈現來學習本課第二個短語 playing five-stones.)
5)We’re playing clapping games,What are Sam Amy Ling playing ? Listen.
(從我們的游戲中過渡到本課 帶著問題第二遍聽磁帶，理解原文并嘗試朗讀，師糾正發音。)
四)練習/拓展
出示四幅游戲圖片，師先做示范，每組選一幅進行討論，運用本課重難點句型并配合場景演繹。
(在演中讓口語交際不那么枯燥，同時也檢驗本課的學習成果，可能這樣的方式對于二年級孩子較為有難度，但在此我想做一個嘗試。)
五)課堂小結：(2~3分鐘)
1 What are they playing ?
2 嘗試唱改編的歌曲
(課堂小結的目的是強化認識，可以把課堂傳授的知識盡快地轉化為學生的素質;簡單扼要的課堂小結，可使學生更深刻地理解本課在實際生活中的應用，并且逐漸地培養學生形成良好的個性，并將本課重難點改編在歌曲中，便于生識記和運用。)
六. 板書設計
我比較注重直觀地、系統的板書設計，并及時地體現教材中的知識點，以便于學生能夠理解掌握。我的板書設計是：
小組競技 M4 Unit2
1 2 3 4 What’s she doing ?
She is …….with…..
What are they playing ?
英語說課稿7
一、學生分析
教學對象為高中一年級學生,智力發展趨于成熟.他們的認知能力比初中階段有進一步的發展,漸漸形成了用英語獲取信息、處理信息、分析問題和解決問題的能力,注重提高學生用英語進行思維和表達的能力,通過任務型課堂活動和學習,讓學生主動參與到活動當中,讓他們成為課堂的主體.不過,我們鄉鎮中學的學生英語起點底,水平不高,因此,在教學過程中布置的任務盡可能適合他們的水平.
二、教材分析：
1．教材概述
本單元以世界性的體育盛會──Olympic Games 為話題，旨在通過本單元的教學，使學生了解奧運會的起源、宗旨、比賽項目以及古現代奧運會的異同。本節課為本單元的第一節課,上課前已經交代學生對本單元的詞匯、單詞進行預習,交代他們尋找一些有關奧運會的知識,讓他們為學習本單元作好心理準備。
2．教學目標
讓學生學會用英語表達自己的興趣愛好,以及如何向別人推薦某一種愛好，同時培養學生對體育運動的愛好。能用英語就奧運會的基礎知識進行互相問答,并能簡述奧運會的基礎知識,例如一些體育項目名稱和舉行奧運會的年限。 (在課件里我已經為學生準備了一些簡單的體育項目名稱)結合高一學生實際和教材內容，我把本課時內容分為語言知識、語言技能、學習策略、情感態度、文化意識五個方面制定相應教學目標：
1）語言知識：
雙基詞匯：學習掌握一些有關奧運會的詞匯,如：compete, medal,competitor, Greece, Greek, athlete, stadium,gymnasium等。掌握文中涉及的其他一些詞匯，如： honest, host magical,interview,admit, a set of, as well as等。
語用功能：學習掌握一些用于討論奧運會的結構句式，如：
When and where will the next Olympic Games be held?
I have come to your time...that in 2004…they were held in myhometown of Athens.
All countries can take part if their athletes reach the standard to be admitted to the games.
It is just as much a competition among countries to host the Olympics as to win an Olympic medal.
表達自己的興趣愛好以及如何向別人推薦某一種愛好的結構句式，如：What are your hobbies?
How do you become good at them?
I think/don’t think that…
I agree/don’t agree that…etc.
語法結構：學習掌握將來時態的被動結構的用法。如：
When and where will the next Olympic Games be held?
The 2008 Olympic Games will be held in China.
2）語言技能：
聽：訓練學生集中注意力、抓住疑問詞線索、捕捉特定信息的能力；并熟悉interview這種形式。
說：學生能嘗試當記者，利用“信息差”進行相互采訪，提高真實語境中的英語交際能力。
讀：通過Scanning, careful reading, generalization, inference等閱讀微技能訓練，獲取關于奧運會的信息，處理信息，運用信息進行推理、判斷的能力。
寫：運用本單元所學，嘗試寫一篇有關“北京2008奧運會”的報道。
3）學習策略：學生在一定程度上形成自主學習，進行有效交際、信息處理，養成英語思維習慣。
4）情感態度：學習奧運會的知識，培養學生熱愛體育運動。學習“更快，更高，更強”的奧運精神，培養學生團體合作、努力拼博、積極向上的精神。
5）文化意識：了解奧運會，培養全球意識，認識世界一體化以及國際合作的趨勢；通過對比古現代奧運會，加深對奧運會的了解。
3．教學重點和難點
1）引導學生發現、感悟將來時態的被動結構的語言規律，培養語感
2）幫助學生按類別歸納整理，用有效的記憶詞匯的方法來掌握與奧運會相關的詞匯；
3）學生能夠表達自己的興趣愛好以及如何向別人推薦某一種愛好。
三、教學方法與教材處理
1．教學方法
為了達成上述教學目標，我將運用任務型教學途徑，把教學活動設計成一系列的任務,一項一項布置給學生,讓他們通過一人或多人小組活動來完成任務,并通過活動的過程,促進語言實際運用能力的提高.我把本環節設計為“P—T—P”的自主學習立體模式（Pre-task----Task-cycle----Post-task）。
2．教材處理
根據本單元教材內容，結合本班學生的實際情況,對教學內容進行安排.，我把本單元劃分為6課時：
Period 1: Reading (Warming, Pre-reading, Reading, Comprehending )
Period2:Grammar(Learning about Language, Workbook中的Using Words and Expressions和Using Structures)
Period 3: Extensive(Using Language中的Reading和Workbook中的Reading)
Period 4: Listening(Using Language中的Listening和Workbook中的Listening)
Period 5: Speaking(Speaking, Speaking Task和Talking)
Period 6: Writing(Writing和Workbook中的Writing Task和Project)
下面是第一課時的課堂教學設計。本課時將充分利用教材所提供的`練習，借助多媒體來完成教學任務。
Period 1 Warming up, Pre-reading, Reading and Comprehending
Step 1. Pre-task
Activity 1. Warming up (6 minutes)
1、師生互動：教師展示一些中國體育健兒在28屆雅典奧運會上奪冠的精彩畫面，提出一些問題，如 Who can tell me what it is about? Can you describe what you have seen? Do you know some details
about the Olympic Games? What do the Olympic rings mean?
What’s the motto of Olympic Games?
引出本單元的話題---奧運會。在此過程中展示一些學生熟悉并喜歡的體育明星及體育運動的畫面，從視覺上激發學生對本話題的興趣，并為過渡到Warming up部分做準備。
2.小組活動：學生兩人一組進行問答Warming up（P9）里的問題。教師給出答案和各題分值，讓學生自我評分，了解自己對奧運會的熟悉程度。在活動過程中，教師適時教授新詞匯，激發學生的求知欲望，從而將學生引向課文的學習。
Activity2.Pre-reading (5 minutes)
1.師生互動：在教學過程中，教師出示北京風光、2008奧林匹克體育場等一些圖片，然后提出問題：When and where will the next Olympic Games be held?緊接著引向 Pre-reading的教學。
2.小組活動：六人一組討論Pre-reading（P9）里的其他問題。然后請各組派代表回答問題，進一步激發學生學習課文的興趣。
Step 2. Task-cycle
Activity 1. Listening and fast reading (4 minutes)
1.個人活動：通過聽課文錄音總結文章大意:
It tells us the differences and similarities about the ancient and modern Olympics.
2.班級活動：學生發言，校對完善對文章大意的把握，為detail reading作鋪墊。
Activity 2. Read the text carefully again and fill in
the chart (10 minutes)
1.個人活動: 認真閱讀課文，找出古現代奧運會的異同。
2.小組活動：六人一組討論上表的問題。
3.班級活動：學生按上表搶答古現代奧運會的異同，加深對奧運會的了解。
Activity 3. Know more about the Olympic Games (3 minutes)
班級活動：學生按上表的提示用自己的語言分別描述古代與現代奧運會，加深對課文的理解。
Activity 4. The analysis of the passage (9 minutes)
班級活動：幫助學生總結歸納課文中出現的重要詞匯、短語和句子，如：take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related to When and where will the next Olympic Games be held?
I have come to your time...that in 2004. They are to be held in my hometown of Athens.
教師作必要的解析。
Step 3. Post-task
Activity 1. Discussion (5 minutes)
小組活動：六人一組討論Comprehending中第二題練習的問題。
班級活動：各組派代表回答剛才討論的問題，教師給予指導，提高學生解答閱讀理解問題的能力。
Activity2. Talk show (3 minutes)
班級活動：選兩位學生，一位當主持人，一位當被采訪者，其他同學充當觀眾，模仿央視“藝術人生”的形式作一訪談，要求主持人留一些時間給觀眾提問。通過活動鞏固所學知識，進一步熟悉interview這種形式。
Homework: 借助課文中的關鍵句子，用第一人稱復述課文。
板書設計(教學過程中借助課件逐步展示)：
（Part 1）
（Part 2）
take part in
a set of
as well as
compete with，compete for
be admitted as
relate to
be related to
When and where will the next Olympic Games be held?
I have come to your time...that in 2004…they are to be held in my hometown of Athens.
為學生提供一些有關運動會詞匯:
school sport meet the Asian Games the Olympic games the World Cup etc
ball games:volleyball , basket ball , football , table tennis , tennis , golf ,badminton ,bowling ,baseball , American football , ice hockey , etc
Events of sports track and field : relay race , long jump , high jump , pole jump , discus , shot , javelin etc
gymnastic : rings , double bars , high and low bars , horse , free exercise
swimming ,shooting ,skiing ,ice sports , diving ,etc
英語說課稿8
本節課是人教版小學英語PEP第二冊中M Fail的一課。本課的教學目的是：復習家庭成員名稱，學習句型并學習介紹自己的家庭。這是一個和學生的實際生活有著密切聯系的內容。特別是在學習了家庭成員farther ther grandfather grandther 這些名稱以后再學習句子使得學生更融入生活的情境。接下來，我就我這堂課的教學設計思路說一說。
一、給學生交流的空間
小學生活潑好動，根據《小學英語新課程標準》提出的目標，其中有一個非常重要的目標就是要激發學生學習英語的興趣，培養他們學習英語的積極態度，是他們初步建立學習英語的自信心，使他們初步具備用英語進行簡單日常交流的能力。因此小學英語課堂進行的活動教學應該是能直接激發小學生對語言學習的興趣，能使孩子們的多元智能在交際活動中得以體現和發展。因而，我在設計這堂課時，一直注意盡可能的把課堂還給孩子，讓學生與學生，學生與老師之間多進行語言的交流。如：在熱身運動中，進行日常的見面對話。在句型的學習中，我讓學生根據自己家庭的照片，進行同桌間的相互介紹等等。我都努力著盡可能地為學生創造有比較多的交流機會。
二、采用游戲，提高學生興趣
小學生學英語重要的是要培養他們學習英語這種語言的興趣。孔子說過：“知之者不如好之者，好之者不如樂之者。”愛因斯坦說過：“熱愛是最好的老師”。只有激起了學生的興趣，調動起了學生的熱情，那么這樣的知識就是學生善于接受，記憶深刻的。因此，我在這堂課上安排了兩個比較簡短的游戲。如：任意指班上的一名學生問讓學生快速反應，以培養學生的觀察力、快速反應能力和競爭意識。并使他們在這種強烈的競爭意識中，提高注意力與他們的興趣。再如游戲：用猜謎語的形式讓學生再猜猜中提高課堂興趣，并且在猜中達到了復習各家庭成員的目的。同時也是在這個過程中培養了學生的思維能力。
三、聯系實際，貼近生活
l本身就是一個與生活有著緊密聯系的話題。我從這一點出發，僅僅圍繞生活來開展教學。一開始，我通過介紹我自己的家庭，引出句型Wh≈lsqu;s that an／wan？，然后讓學生訓練說句子中，我安排同桌間拿出自己的家庭照片，根據家庭照片，相互之間詢問。學生看著自己家人的照片，親切感，生活的.真實感都一股腦兒地涌上心頭。此時他們用學習的語言進行交流的愿望也就特別強烈。
四、滲透情感教育
讓學生通過談論自己的家，引起學生對家的熱愛之情；正是在這樣的教學中滲透了學生熱愛家庭的情感教育：家，快樂的家，是靠我們的爸爸媽媽等長輩們的辛勤勞動建立起來的。因此，我們應該愛他們，尊敬他們，孝敬他們。家是我們每個人永遠的港灣，我們愛家，愛家里的每個人。
總而言之，我在設計這一課時，盡可能地采用聽、說、唱、玩的方式，通過各個有趣、實用、輕松、活潑的活動，使每個學生都參與進來，充分調動了學生的積極性和主動性。當然，由于自己水平有限，各個環節之間還不夠連貫，活動的面也并不是最廣。這兒那兒，還存在著很多很多的不足，愿各位老師、專家多提出意見。
英語說課稿9
一、教材分析：
我說課的內容是快樂英語第一冊第五單元第三課時Let’s sing。本單元主要復習五中小動物（kitten，puppy，bird，chick，fish）兩種新授小動物（dog and cat）和功能語句I want
a（an）…。，Come here，please。
國家《英語課程標準》一級目標要求學生能交流簡單的個人信息，表達簡單的情感和感覺。二級目標要求學生能用簡單的英語互致問候，交換有關個人，家庭和朋友的簡單信息。培養學生從初學英語開始就能學著用英語去做事情的能力。根據課標要求，教材特點，我確立本課的教學目標為：
1、語言知識目標：
復習五種小動物的表達方法，學習兩種新授動物的表達方法，學會如何向他人表達自己想要什么的方法，并做到語言準確，語調自然，說話有感情。
2、語言技能目標
創設情境，在情境中學語言，培養學生運用語言的能力。
3、情感態度目標
培養學生學習英語的興趣，激發他們學習的積極性。
培養孩子樂于與人合作的意識，通過交流，加深對同學的了解。
培養孩子熱愛小動物的品質。
4，學習策略目標
培養學生的注意力，觀察力，激發學生積極思維
通過游戲活動，培養學生對英語學習的興趣，引導學生在任務中，積極運用所學英語進行表達與交流。
教學重點：對單詞cat和dog的教學，對功能語句Come here，please。的操練。
教學難點：能夠靈活使用I want a（an）…。來表達自己的意愿。
教具，學具準備：
教具：7種小動物的圖片，dog和cat的卡片，多媒體課件，5個信封
學具：教材
二、學情分析：
學習本課之前，學生們已經在本單元的第一課時學習了5種小動物的表達方方法，在第二課時學習了I want a（an）。為學習本課打下了良好的知識基礎。
教學方法：
直觀教學法，情境教學法，任務型教學法
學習方式：
探究，師生互動，小組合作。
三、教學過程設計：
根據教學目標，學生心理及生理特點，教學過程設計首先要以能引起小學生的興趣為先，激勵和培養孩子們學習英語的興趣。因此我設計了以下幾個環節：
Step1。warm up and revision
用唱歌的方式進行師生問好。然后教師說act like…，學生做出相應的動作并說look look a ~，A very nice
通過這個環節可以讓學生盡快進入到本課的教學中，并且可以達到復習舊知的目的！
Step2。presentation
創設一個寵物店的情景，引導學生猜猜寵物店里面有什么小動物，再次復習五個小動物的單詞，然后出示課件，一只哭泣的小貓和一只哭泣的小狗，要同學們幫助尋找爸爸媽媽來引出學習大貓和大狗。進而帶學生反復操練大貓和大狗這兩個新單詞。設計意圖是通過真實的語言環境來講授新知，使學生更易于接受記憶新知，多媒體課件的使用也激發了學生的學習興趣。
Step3，practice
操練完新授的兩個單詞，回到剛才創設的寵物店的語境，把大狗和大貓的圖片加入其中，告訴學生如何得到這些卡片的方法，就是通過參與下面的教學活動并表現出色，還要會用I
want來向教師表達自己的意愿。設計這個環節是引發學生積極參與后面教學活動的興趣，勇于開口說英語的勇氣。
Step4，game time
接下來是游戲環節，本課設計的是傳話游戲，在游戲中始終貫穿本課的重點功能語句Come here，please和I
want…。讓學生在游戲中主動開口操練所學語言知識，變要我學為我要學的教學模式，完成知識從學得到習得的飛躍。
Step5，Songs
游戲環節之后是講授本課歌曲的環節，通過出示課件，教師帶領學生一句一句拍手以說歌謠的形式熟悉歌詞，操練重點句子，第二遍教師帶領學生邊讀邊做出相應的動作，第三遍播放音樂，讓學生整體感知這首歌，然后再次播放音樂，讓學生跟隨音樂輕聲哼唱。最終達到可以掌握這首歌的韻律和歌詞的目的。接下來采用一組組，一個人一個人輪流接歌詞的方法，夯實本首歌曲的學習。
Step6Make songs
這是本課的拓展延伸的部分，為學生出示兩個情境，分別是我們以前學過的水果和學習用品的單詞，讓學生用本課歌曲的音樂配上這兩個情境的單詞自己編歌，這不僅是對學生們本課知識掌握情況的一次驗收，也是對學生知識整合能力和自主學習能力的一種培養，更是對以前舊知的復習。
Step7love animals and say goodbye
在本課的結尾，我設計了帶領學生對小動物說我愛你們這樣的`語句，是對第4單元的一種復習和知識遷移，更是為了培養孩子們的愛心，教育他們要熱愛小動物。最后本課在歌聲中，師生互道再見，結束。
四、教學反思：
作為我從事教育事業以來的第一次錄課，我對自己的表現不是很滿意，一開始的時候有些緊張，我想這些都是跟我缺乏這方面的鍛煉和準備的稍欠充分有關，所以，今后我需要在每一堂課課前投入的再多些，拿出更多的勇氣去迎接新的挑戰，讓自己得到更多的鍛煉，不斷成熟完善自己的教學工作。這堂課有很多不足的地方，每個環節之間的過渡不是也別自然，有些生硬。課堂用語有個別語句有些語病，有的時候會忽視課件的使用，課件和講課的節奏不大一致。
在本節課的最后沒有幫學生們總結一下這節課的知識要點，也是我最后急于結課，操之過急的后果。這些都是我這節課出現失誤的地方，需要各位老師評批指正的。本課我比較滿意的地方是我基本上達到了我的教學目標，通過課件為學生創設小動物找爸爸媽媽的環節，引發學生極大的好奇心，通過這種設懸和直觀教學法的方式，使大部分同學可以掌握大貓大狗的表示方法，并且不會和前面學過的小貓小狗混淆，使學得的東西印象深刻，不易遺忘。在游戲環節傳話中，幾乎每個同學都得到了說I want a …的機會，因為要使用這句類似通關密語的話才能完成游戲并且最終得到獎勵，所以學生們會很積極的去學習模仿記憶并運用這句話，真正變要我學為我要學。在本課中給學生留下了充足的時間學習歌曲，先從熟悉歌詞著手，然后再呈現韻律，也是符合學習規律的，并且把本課的重點不僅僅放到教授新歌上面，更重要的還是對單詞和功能語句的使用，很多同學都能通過課上的學習對本課的歌曲朗朗上口，說明這種教授歌曲的方法是行之有效的。
最后我使用了任務型教學法，讓學生們自己創作新歌，是一個比較有難度的任務，學生們既要把握剛剛學會的歌曲，又要把老師給出的兩種以前學過的水果和學習用品的詞匯帶入自己的歌曲，一些同學可以在課堂上完成任務，一些沒有在課堂上完成的同學我給他們時間課后唱給我聽，讓所有的孩子都有機會展示自己，并且利用這個機會鍛煉自己的學習能力。創作新歌的環節復習了舊知，也培養和滲透了溫故知新，要做善于總結創新的學習小主人的思想，達到了預想的效果。
英語說課稿10
Good morning, dear judges! I’m quite happy to share my teaching planning with all of you here. My name is Yu Xueming from No.1 High School of Wuhu County, Anhui Province. The topic I’m going to talk about is “Inversion”. What I will talk about includes 6 parts as follows:
Step1.Introduction
Part One: Analysis of the teaching material and learning condition.
Part Two: Teaching objectives.
Part Three: Teaching key points and difficult points.
Part Four: Teaching methods and teaching aids.
Part Five: My teaching procedures.
Part Six: My blackboard design.
Now, let me tell you one by one in details .First, part one, the teaching material and learning conditions. The selected teaching material is taken from the grammar section of Module 8 Unit 3 of Advance with English. It focuses on the different grammar rules of partial and complete Inversion, which is one of the difficult and important parts in English grammar. On the other hand, in my students’ previous studying, they have touched some inverted inversions, such as, “there be” sentence pattern, but they don’t have a good knowledge of it.
According to the analysis of the teaching material and learning condition, the following objectives are to be achieved. Firstly, language objective, many students are able to use 6 cases of partial inversion and 3 of complete inversion. Secondly, skill objective, apart from the basic skills of language, this class, I will focus my students’ attention on summarizing, for example, to summarize the grammar rules from examples. Thirdly, ability objective, the teaching material offers a chance for my students to learn how to participate in the activities actively and cooperatively, for example, in the activities of group learning.
As we all know, it is important and necessary for teachers to provide students’ language learning situations in grammar learning, which is intended to help my students understand the grammar rules better in real situations. That is the key and difficult teaching point.
Well, in order to achieve the teaching objectives mentioned above, I will use the task-based method, group learning method and situational method as the main teaching methods. With these teaching methods, I will try my best to encourage my students to learn or use more effectively. Furthermore, I need some teaching aids to help me, like multi-media and a projector.
Now come my teaching procedures, which consist of six steps. I mainly talk about this part. But before talking about this, I want to share what I am going to do before class, five minutes before class, I will ask my students to watch a micro class about the elements of sentences, which I think is quite necessary and helpful for learning Inversion. By doing this, I can prepare them for the coming lesson.
Ok, let’s come to the first step of my teaching procedures. I will share an interesting story with my students and purposely introduce the target language, and then explain the differences between natural order and inverted order as well as the types of inversion. The topic is to attract my students’ attention and lead in the topic in a more vivid and direct way.
Step2. Presentation
In this step, I will share a story with my students about an American shooting athlete named Emmons. Some inverted sentences are included in this story. My students are required to find them out. In this way, they can have a better understanding of partial inversion and complete inversion through some typical examples.
Step3. Group learning to summarize
First, I will divide my students into several groups and each group consists of seven students and ask them to discuss in groups and summarize the rules of Inversion with the help of learning paper, after that, representatives from groups will report their summary to the whole class. At the same time, other groups can express their different opinions, if necessary, the teacher can give them a hand. I design like this in order to arouse their activeness and try my best to make the students the center of the class.
Step4. Practice
In this stage, I design two activities. Activity one is group competition.
Volunteers from groups can choose one from 1 to 9 with different levels, questions from 1 to 3 belong to level A with one point, questions from 4 to 6 are level B with 2 points, and the rest are the most difficult deserving 3 points, at last we will work out which group is the winner.
Activity two is making up a story. Several pictures will be shown to my students, and they are required to make up a story by using inverted sentences, of course, some key words and phrases will be given to help them if needed, some groups will report their writings through a projector.
Through these two activities, I can help them learn more actively and more efficiently, furthermore, both of the two activities can be used as a means to develope my students’ abilities of creative thinking and a train for their writing skills.
Step5. Summary
I will summarize the class with a short video. It is a dialogue between a wife and her husband, and they are talking about losing weight in a humorous way, many inverted sentences are used in the dialogue. I design like this because I feel it is more amazing and interesting to consolidate this lesson.
Now, it is my homework. I will ask them to remember the rules correctly and finish the exercise in their learning paper, which is intended to use inversion correctly and put what they have learned into practice.
Dear judges, at last I want to share my blackboard design with you. I will write the title in the upper of middle, the key words and phrases in a clear order and set a competition area among groups. As you can see, my blackboard design is easy and clear in order to let my students learn more effectively.
To sum up, in the teaching process, I follow the students-centered teaching principle and I will try my best to get most of my students involved in my class. I’m just a guider and sometimes a helper of my students in classroom teaching activities and my students are the real communicators of the languageou. This is my teaching planning presentation. Thank you for your attention.
英語說課稿11
Good afternoon, ladies and gentlemen. I will present my teaching plan of An Exciting Job from Unit 5 Book6. My presentation includethe following sixparts:analysis of the teaching material, teaching aims, key pointsand difficulties, the teaching & learningmethods, teaching procedures and evaluation.
Part 1 Teaching Material
The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about nature, especially volcanic eruption. At the same time, I want my Ss to be aware of the occupationof a volcanologist.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新課程標準和教學大綱), and after studying the teaching material, the teaching aims areas follows:
1. Knowledge aims
(1). Get basic knowledge about volcanoand volcaniceruption;
(2). Learn about the occupation of a volcanologist;
ity aims
(1) can figure out the structure and main ideas of the passage through skimming.
(2) can talk about volcanoes, the occupationof volcanologists and express their own points of view.
ion aims
(1). Ss can be positive when faced with natural disasters.
(2). Ss can be confident to express themselves in English.
Part 3 key points and difficulties
Thekeypoints : 1). How to make students understand the passage better.
2). Train students to grasp the structure of the passage.
The difficult points: encourage mystudents to state their points of view.
Part 4 Teaching & Learning Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
1) Student-centered approach
2) Task-based approach(任務教學法)
3) Communicative approach(交際教學法)
At the same time, CAI (電腦輔助教學) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (5min)
Guessing , play a related video and show pictures of natural disasters
Purpose of my design:
To arouse students' interest and lead in the topic for this lesson.
Step 2. Skimming(2min)
Task 1. Answer questions
1) is the writer’s job?
2). Where is Mount Kilauea?
3). Does he love his job?
Purpose: to let Ss get several basic information of the whole story.
Step 3. Careful reading 25min
Task idea
(Ss should read the material fast to figure out the structure & get related information fromthe text. )
Task 2. Questions and Fill in blanks
Q1: Why does the writer like his job?
(Find exact sentences.(Para.1 & Para. 5))
Q2: What happened during the eruption?(fill in blanks)
Q3: Why?(why phenomena in Q2 happened)
Q4: What exactly did volcanologist do after the eruption?(put them in order)
A. dropped as close as possible to the crater
B.put on white protective suits helmets, big boots
C.looked down into the red, boiling center
D. climbed down into the crater to collect some lava
E. slowly made our way to the edge of the crater
(ANSWER:B-A-E-C-D)
Q5: What do volcanologists do?
Step 4. Post-reading 5min
Task 1 Let Ss think about their own exciting jobs.
Task 2. Short speeches
The short speeches can be 2 or 3 sentences based on the following questions:
(1) is your exciting job?
(2). Why do you choose it?
(3). How to prepare for it?
Purpose of the Design:
To get Ss to learn to express their own ideas.
Step 5. Summary
The power of nature is unlimited, but we can do more to protect our home and ourselves. In the meanwhile, we should face natural disasters positively, because WE ARE THE WORLD. Then, enjoy the encouraging song!
Step 6. Homework
1. Retell the story to your partner;
2. Surf online for more information aboutvolcanoes;
Part 6 Evaluation
Strengths:
此堂課基本實現了已設定的教學目標。
首先，多樣的導入方式不僅吸引學生的注意力，也增加了學生對本課背景知識的了解。其次，問題貫穿于一堂課中，大部分學生能夠集中注意，積極的'思考并回答問題。最后，本堂課通過演講的形式，學生訓練了自我表達能力，也增強了學生英語學習的信心與興趣。
Weaknesses:
但是仍然有存在不足的地方，一是學生水平高低不平，有些學生仍然有閱讀理解障礙，不能順利完成課堂任務；二是在小組討論中，仍然不能保證所有人都說英語，有些學生會借機開小差。
英語說課稿12
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
英語說課稿13
一、教學目標
1、 知識目標：能夠聽、說、認、讀句型：
What are you going to do this evening?I'm going to the cinema。并能對其中的動詞和時間短語進行替換操練。能夠聽、說、認、讀動詞短語：take a trip 、go to the cinema、 read a magazine.能夠聽、說、讀、寫時間短語：
next week/ this morning/this afternoon/this evening.并能夠聽、說、認、讀時間短語：tomorrow 、tonight。
2、 能力目標：能夠在Pair work中合理安排自己的活動時間并與他人進行交流。
3、 情感目標：培養學生合理安排自己的學習與生活的能力。
二、學習策略：關注小組合作與交流，加強自主學習。
三、教學重點：能夠聽、說、讀、寫Let's learn部分的四會短語，并能替換be going to do 句型中的動詞和時間短語對將來的活動進行表述。
四、 教學難點：四會詞語的聽、說、讀、寫以及對be going to do 句型的理解和替換操練。
五、 教學準備：教學課件、錄音機。
六、 教學過程：
Step 1 :Warm-up
1、What day is today ?(It's Wednesdays.)
2、What do we have on Wednesdays?Let me see...(看課表：We have ...)
3、What time is it now?(It's--;--)
4、What are you doing now?(We are having English class.)
5、.What classes are you going to have this afternoon?(We have going to have...)
Step 2 :Presentation
Please turn to page 26.Look at the pictures .If you are Zhang Peng.Can you tell
me ?What are you going to do ?(visit grandparents,clean my room,watch TV,play football)
2、Yes,It's a busy day.
3、Suppose ,today is Staurday.Guess!What am I going to do?(學生用以學的活動短語猜測）Now ,let me tell you.
4、(出示課件情境圖演示）A:戴帽子，I'm going to take a trip.(領讀trip，講解trip發音規則)
B:出示雜志，領讀magazine.(講解magazine發音規則）I'm going to read a magazine.(做動作領讀read a magazine）
C：出示單詞卡：go to the cinema.I'm going to the cinema.齊讀go to the cinema。
5、Please turn to page 28.找到剛學的三個短語。
Listsen to the tape carefully !Read gfter it!(放錄音，跟讀單詞三遍）
6、游戲：傳雜志。當聽到老師說stop 時，手拿雜志的人起立，全班同學向他發問：What are you going to do？該生回答：
I'm going to read a magazine。當我們想知道別人打算干什么時，我們就用
句型What are you going to do？向他提問。（隨機板書：
What are you going to do？）
7、What day is tomorrow?(Tomorrow is Thursday!)學習單詞：tomorrow。
8、如果想知道對方明天想干什么，我們怎么問呢？
(What are you going to do tomorrow？)對了，我們就可以在
What are you going to do 的.末尾加上時間“tomorrow”Please look at page 28.這里有幾個表示時間的短語，請大家試著讀一讀。（循環出示時間短語詞卡，認讀）
9、當我們想知道某人在某個時間打算做什么時，我們就在
What are you going to do 的末尾加上時間。（替換時間短語，鞏固句型）
10、Please ，answer my questions.What are you going to do-------?相機板書：I'm going to ------。
Step 3:Practice
1、循環認讀活動短語和時間短語。
2、游戲：從黑板上撕下詞卡，找一名男生一名女生，一人持時間短語，一人持活動短語，兩名學生從所持卡中任意抽一張卡并展示，其他學生分男生組、女生組，根據所展示的詞卡做問答練習。
Step 4 :Prduction
1、Look ,this is my schedule.(張貼表格），請根據我提供的表格信息向我提問：What are you going to do -----？
2、Please look at your books,完成你的日程安排表。
First ,write the time .Then talk with your partner.
英語說課稿14
一、說教材
（1）教材簡析
本教材是我國北京外語研究社和英國麥克米倫出版公司共同推出的我國第一套中小學“一條龍”英語教材。它在選材方面具有優先性，適應性，科學性，能夠優先選登并且適應小學生學習的特點，而且具有很科學性的教學內容。
（2）教材的地位與作用
本課是小學三年級第一冊《新標準英語》Module 4 Colours Unit 2，它是整個模塊的第二課時，也是本模塊的內容延伸與運用。Unit 2 It’s a black dog. 在教學Unit 1 又繼續學習Unit 2就更加加深學生對顏色的英文表達。它通過chant 和song 的教學，讓學生在玩玩、唱唱、做做、演演中學習英語，培養小學生學習英語的興趣以及綜合語言運用的能力。本單元的學習同時也為Module 8 Unit 2 Where’s the cat?的教學內容打下奠基。
（3）教學目標
a、知識目標：掌握并鞏固顏色詞匯blue , yellow , green , black ,以及本課新詞orange(橙色)，dog, cat, cap ;并且能運用It’s a+顏色dog/cat/cap句型，會吟唱chant和song.
b、技能目標：培養學生觀察能力，表達能力，以及學習英語的興趣。
c、情感目標：培養學生對美術、音樂的欣賞，以及合作的精神。
（4）教學重點與難點：
本課的重點與難點是It’s a +顏色+名詞。用顏色描述事物（本課功能項目）。
（5）運用任務：
a、組織學生找找水彩筆中學過的顏色。
b、分小組尋找教室以及周圍的顏色哪些是我們學過的。
c、游戲教學顏色并讓學生確認顏色。
d、小組比賽chant和song。
（6）教具準備：
錄音機、磁帶、掛圖、面具、stickers.
二、說教法
有道是：“教學有法，而無定法。”說的是教學方法的多樣性、發展性。教師在教學過程中可根據學生的年齡特點，掌握知識的水平以及教學任務的具體情況，選用合適的教學方法。心里學家認為：“語言是個體與環境的相互作用，尤其是在人們的語言交流中發展起來的。”這說明了語言環境的重要性。語言是離不開情景與實踐的，再者“興趣是最好的老師。”根據以上的理念指導，我主要采用以下教學法：
1、情景教學法在教學本課時，設置一個語言情景，讓學生對本課要上的內容有個大體了解。我主要出示Unit 2的掛圖，引導學生觀察并先描述圖中事物的顏色。
2、交際法讓學生之間互相描述自己身邊的事物并進行與同伴交流。
3、愉快教學法在教學chant和song時，我積極并熱情有節奏的教學生讀 chant： Bob Bob Bob is an orange dog.（教學過程中注意引導并糾正“an”的讀法，因為本課之前沒出現過一詞匯，并強調Bob中│ │的讀音）。在教學song時，培養學生對音樂的欣賞。
三、說學法
古人云：“授人以魚，不如授人以漁。”在教學過程中，教師不僅要教給學生知識，更重要的是要教學生學會學習，使學生從學會到會學到樂學，培養學生積極、主動、探究的`學習態度。在本課的教學中我主要引導學生仔細觀察，善于表達，自己動腦的學習方式來教會他們學習。由于三年級學生初學英語，所以老師要耐心地引導，以便學生更好地掌握知識 。
四、說教學程序
教學程序是教學內容與培養技能和情感的主要環節。在教學程序里我主要遵循的教學原則是：學生為主體，老師為主導，訓練為主線，學生的思維為核心，能力為目標。所以教學程序我是這樣設計的。
1、熱身復習
（1）組織學生與老師問好，并以Module 3 Unit 2 Song Of 《Please Stand Up》活躍課堂氣氛同時創設了情境。
（2）復習Module 4 Unit 1的顏色語匯及內容，鞏固并引出新知。
2、任務呈現及課文導入出示Module 4 Unit1的Part1掛圖并引導學生觀察圖片顏色教師描述圖片。師說：“今天我們又來用顏色描述我們身邊的東西。看誰表現最棒！”
3、任務教學（課文教學）
①放錄音讓學生模仿說，訓練聽、說的能力。放音的同時讓學生跟讀，教師及時糾正發音。
②分組比賽朗讀Part l的句型，評出最佳小組。再抽查個別學生的朗讀情況，給予表揚。（發給Stickers）
③組織學生找水彩筆中我們學過的顏色。誰找最快教師應及時作出評價。（培養學生積極思維，積極參與的能力。）（完成任務1）④分組尋找教室周圍的顏色，評出最佳小組。（注重過程性評價，激發學生的學習興趣。（完成任務2）
⑤游戲教學并鞏固顏色詞匯及句型It’s a＋顏色＋名詞。教師出示面具請學生參與活動，讓其他學生用It’s a…描述面具。（完成任務3）⑥教學chant和song,師：聲情并茂。生：有節奏有感情地學習。再以小組比賽chant和song增強學生的合作意識與集體感。（評出最佳小組）（完成任務4）
4、任務完成
①完成Unit2 Part3.以及課堂活動用書Module 4 Unit 2的練習。
5、布置作業
①全班同學回家復習顏色單詞，熟讀It’s a…句型，并給家人唱歌。
②個別有余力的學生學會用It’s a…描述身邊的事物。
五、說板書設計
Module 4 ColoursUnit2 It’s a black dogRevision New words: dog
Picture of Part 1Words: blue cat
yellow capgreen orange black It’s a black/blue/red/green/yellow +名詞 Sentences:It’s blue/yellow/green/black.我主要把黑板分成三部分，左邊放復習內容，中間放本課重點，右邊是本課新詞匯。
英語說課稿15
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids
Teaching procedure
Blackboard design And conclusion
Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.
According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting
games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.
Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.
Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?
Ability aims are To improve students’
listening and speaking ability by reading and practicing the dialogue.
Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.
Now I’ll talk about most important part teaching procedure. It consists of 5 steps.
Warning up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
Step2 is lead-in （導入根據所授內容設計，可通過展示與本課有關的話題或者圖片等等引出本課話題）
Step 3 is contents(本部分為主要授課內容及組織的課堂活動。可從聽說讀寫四塊分寫)
Step 4 is key points and difficult points(本部分列出本課重難點 可為單詞句型或語法知識)
Step 5 is homework.(作業形式最好新穎，例如課讓學生根據本課內容做個小調查等)
（conclusion）
To be a good teacher is my dream, I think a teacher is not only a guide for the students,
but also a friend of them. If I were a teacher, I would build a close relation with my students,
helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts
1. Analysis of the teaching material
2. Analysis of the students
3. Analysis of TeachingMethods
4. Analysisof Learning Methods
5.Teaching procedure
6. Blackboard design
7.Reflection
1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.
2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.
3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.
4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.
On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard
(1) To help the students master the new words ,phrases andsentences.(加上具體的'單詞，句型)
(2) To teach the students how to use the adverbial clausesof time.
(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb
(4)To enable the students performe the dialogue
(5) Tofinish some exercises.
(6)The Sscan use the patterns to express their thoughts in the proper situation.
(7)The Ss can understand the content of the lesson.
(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo
(2) To train the Ss’ ability ofworking in pairs.
(3) To develop the Ss’abilities of communication by learning the useful structures.
(1) To arouse the students’ interest in classactivities.
(2) To train their team spirit by working in groups.
(3) To educate the students to follow the publicrules.
(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study.
(6)To enable the Ss to be polite and love life.
(7)To enable the Ss to look after theirthings well.
The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.
(1)To make sure that Ss canuse these key phrases correctly and skillfully.
(2).To help the Ss to communicatewith each other.
(3).To enable the Ss to study in groups and co-operate skillfully.
(4).To develop the Ss’ interest in English.
(5) To help the students tomaster the new expressions.
(6) To enable thestudents to communicate with each other.
(1)To help the Ss ask and
question____________________________________________
(2) How to use _____________________________
(4) How to make dialogues and act them out.
(5) How to write the right whole sentences.
answer
The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2
have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use
language_________________________________________________________________
As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method
“Task-based”teaching method ,
Communicative teaching method
SituationalTeaching method(情景教學)
group cooperatemethod
Free discussion method
I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.
Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll
1.Teach the Ss how to besuccessful language learners.
2. Make thestudents take an active part in class activities.
3.Let the students summarize the language points through their own thinking.
4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學法） to stud
5.Teach the Ss how to master dialogues and how to communicatewith others.
6. To make use ofthe new language material to express their own ideas.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.
Warming up (3 mStep 2 Greeting (2 minutes)
Step 3 Presentation (24 minutes)
Step 4 Practice and Consolidation (8 minutes)
Step 5 Summary (6 minutes)
Step 6 Homework (2 minutes)
This step will cost 3minutes.
Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.
This step will cost 2minutes
Daily Talk
T：Classbegins.Good morning,boys and girls
S: Good morning,teacher
T: OK, good. So, Mike, how are youtoday ?
S: Fine, thank you. How are you,myteacher?
T: Very well, thanks .What is this?
S:It is a?.
The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.
Step 3 Presentation (24 minutes)
In this step, Iwill adopt four steps for the students to present the text.
Firstly,Lead-in.
According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.
對話導入，引出所要教的內容。此時可加入情感教學。
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